National Academies Summer Institutes for Undergraduate Education in Science
Teachable Unit Framework
Title of Unit Selection: Process & Response
Tidbit: Hard Data to Swallow: An Interrupted Case Study
Date and June 15-20, 2014 Harvard University
Location of SI
Unit Developers Kirsten Deane-Coe, kkc32@cornell.edu, Cornell University
& Contact Thomas Fox, tdf1@cornell.edu, Cornell University
Information Brady Porter, porterb@duq.edu, Duquesne University
Jan Janecka, janekaj@duq.edu, Duquesne University
Kristina Jones, kjones@wellesley.edu, Wellesley College
Jocelyne Dolce, jdolce@wellesley.edu, Wellesley College
This unit is designed for an Introductory Biology course for majors and non-majors. They
will have lecture on evolution and the different factors in adaptation. They will have
made concept map on evolution that includes genetic variation, selection pressure,
heritability, differential reproduction/fitness, change in population, adaptation,
evolution. This framework will be handed out at the beginning. Best if taught in months
that end in R.
Context How long is unit?
1-2 weeks. However, if you do not have this much time to focus on selection, this tidbit
can be taught if you have previously covered the terms in the concept map handout.
When will the unit be used in the course?
This unit can be used anytime when basic concepts of evolution are taught.
Abstract The main goals of this tidbit are to illustrate that evolution via natural selection is
(< 200 words) an ongoing, relevant process and for students to interpret data, develop
hypotheses and ways to test them, and predict the outcome of selection. An
“interrupted case study” approach uses the Brown & Brown (2013) manuscript,
which describes adaptation of American cliff swallows in Nebraska. A brief
introduction provides basic natural history of swallows and background to the
study, including the initial observation that the number of road-killed swallows
decreased over 30 years. Students use the think-pair-share method to interpret
data, and propose hypotheses for the decrease, and these are discussed with a
focus on natural selection. The histogram showing birds with longer wings
represent a greater proportion of road kills is presented and students predict how
wing length might change over time based on this information. The data from the
actual observations are then presented with evidence for adaptation in response to
traffic. The activity concludes with students matching specific terms from the
study to their concept map. For homework, the students develop ideas to further
test adaptation in swallows.
Teachable Unit Framework
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National Academies Summer Institutes for Undergraduate Education in Science
Teachable Unit Framework
Rationale Natural selection is a crucial foundational concept about which students have many
misconceptions. Building a concept map of the basic components of the process of
evolution by natural selection, using general terms, provides the theoretical framework.
Pairing that with a case study that includes concrete evidence (real, somewhat messy
data) of most of the components of the concept map makes students think more deeply
about the concepts.
Students also re-enact parts of the scientific process by examining data, making
predictions about the results, and proposing next steps. All of this is at a very
introductory level in this unit (with a short and relatively accessible primary literature
article), but the case study and the topic have sufficient richness for more in-depth
exploration. By mapping the evidence from the case study to the general concept map,
students gain understanding of both the theoretical concepts and the process of
science.
The case study is an interesting examination of evolution on a relatively short time scale
in a vertebrate, a nice complement to more typical microbial evolution examples.
Additional examples of contemporary evolution on an observable time scale are
included in supplementary materials.
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National Academies Summer Institutes for Undergraduate Education in Science
Teachable Unit Framework
Learning Goals: broad aims of the lesson or
Learning Objectives: Specific and measurable
unit; what will students understand at end of
the unit.
statements of what students will be able to do to
demonstrate mastery of the learning goals. (You
might write multiple objectives for a single learning
goal. You could label these as 1a, 1b, 1c, etc.)
Example: students will understand the flow of
information from DNA to proteins.
Example: students will be able to predict
changes to protein sequence that results from
DNA mutations.
1.
Students will see selection as an ongoing,
visible and relevant process.
Students will be able to…
1a. describe examples of current evolutionary
change.
1b. hypothesize how their behavior could
cause selection on another species.
2.
Students will understand how selection
works.
Students will be able to…
2a. describe adaptation to environmental
change.
2b. describe the requirements for selection to
cause adaptation.
2c. provide evidence for selection leading to
adaptation.
2d. predict the response of a population to
selection.
2e. justify the conclusion that observed change
is due to selection.
3.
Students will resolve their misconceptions
about selection.
Students will…
3a. distinguish adaptation from acclimation.
3b. track and critically evaluate their personal
preconceptions about selection.
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National Academies Summer Institutes for Undergraduate Education in Science
Teachable Unit Framework
Incorporation of Scientific Teaching Themes
Active Learning
Assessment
Inclusivity
How students will engage actively in
learning the concepts (what types of
How teachers will measure learning;
how students will self-evaluate
learning (what types of assessments are
How the unit is designed to
include participants with a
variety of experiences,
abilities, and characteristics
activities will they engage in?)
used?)
Activities outside of class:
- Concept map before the
tidbit in previous class
Activities during class:
- Think-pare-share to
interpret data, make
predictions
- Draw prediction in graph
- Inclusive discussion of
hypothesis and ways to test
them
- Mapping terms from
manuscript onto the
previously created concept
map
Pre-assessments:
- No pre-assessment
- We would recommend adding
an optional pre-post clicker
question
-
Embedded Assessments:
- Outcomes of the think-pair
share activities
Summative assessments:
- Completion of the concept
mapping exercise
- Take home question
-
Activities after class:
- Develop additional ideas on
the kind of evidence needed
support or refute conclusion
-
Teachable Unit Framework
We ask them to thinkpair share
Drawing graphs for
visual learners
Using stripped-down
vocabulary to make it
more accessible for
students without
evolution background
Started with easy
question
Included example with
male – female team of
researchers and also
photos to make them
more relatable
We used a short (2
page) paper that was
written a way that a
non-scientist could
interpret it
We used a visual
example of selection
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National Academies Summer Institutes for Undergraduate Education in Science
Teachable Unit Framework
Class Presentation Plan (general class schedule with approximate timing for unit)
Session 1
Time (min) Learning Objectives Activity/assessment
Explanation, notes, suggestions, tips
Preclass Describe relationships Create a concept map
assignments between key
/activities components of the
This should be done in small groups so students
work together to understand how key terms in
the unit relate to one another. Alternatively,
students can do this individually to explore the
relationships as pre-class work, then can
compare/contrast to others at start of class.
Instructor: mini-lecture
introductory Describe the basic
natural
history
of
cliff
involving visuals
material
swallows, how
Students: listening,
presentation
Expand on bullet points re: natural history of
swallows. Be careful of jargon. Refer to husband
and wife team as research group (inclusive).
student time process of selection
needed
10-15 min
humans have
class time for
influenced their
this segment 5
min. environment, and
observing, taking notes
learn about two
researchers that have
studied swallows
learning Interpret scientific
activity #1 data and draw
class time for conclusions.
this segment 20 Predict the response
min of a population to
selection.
Describe adaptation
to change in
environment
post-activity
summing up
or transition Review previous
class time for
concept map on
this segment
Enter approx. evolution by natural
time selection, and the
placement of of
terms from Brown
and Brown on that
map.
Teachable Unit Framework
Interrupted case study:
Students sequentially
exposed to data collected
by Brown & Brown,
challenged to interpret
results depicting pop.
Change over time, predict
how selection can act on
a trait.
This activity is divided into three parts:
1) initial data interpretation
2) additional evidence provided
3) conclusions / predictions
Keep student discussion time to ~2 min to
maintain progress
Reviewing how each
group has mapped
these terms.
Discussing the reasons
for placement and
addressing any
misconceptions that
emerge.
See TT file which has our placement of these
terms.
Final activity: return to concept map and match
terms from the study onto the map.
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National Academies Summer Institutes for Undergraduate Education in Science
Teachable Unit Framework
10 minutes
Next activity
or class
segment Unit on phenotypic
class time for
plasticity: follow up
this segment
Enter approx. on Brown and
time Brown considering
the possibility that
this population of
birds might be
learning to avoid
oncoming vehicles.
Discuss fact that
learning and selection
on wing length are not
mutually exclusive.
Consider how average
wing length would vary
with time, if in fact
learning were the
major (or exclusive)
driver of decreased
bird mortality.
If variation in wing length were not heritable,
and learning was the major driver of decreased
mortality with time, then average wing length
would not be expected to change during the
study. Obviously, the data indicate that wing
length is at least one contributor. However,
learning could also be occurring.
Groups draw new
graph of wing length v
years based on this
assumption.
Additional
activities /
class
segments
Address
misconception that
adaptive evolution
only occurs on vast
time scales.
Clicker question in
supplementary file
asking how long
adaptive evolution
takes: decades to
millennia
Answer is D, all of the above.
If there are multiple activities or segments or class sessions, add additional rows and activities information as
needed
Resources for Teaching the Unit
(other files and information needed/helpful to teach the unit, including files for papers from which original data
for class activities is taken, supporting information for the instructor, handouts, in class activities materials,
assessments with answer keys, homework assignments, etc.)
-
Power Point of presentation with notes
-
The paper and sup material
-
Concept map
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National Academies Summer Institutes for Undergraduate Education in Science
Teachable Unit Framework
Hand out with the paper and the terms that map to concept map
Plans for teaching: Will some members of the team implement this in their teaching? in
what context? (some team members may not implement this particular unit or activity)
Out of the 6 team members, 2 will teach the tidbit in a Intro Genetics course, and 2 will teach it in a Intro Biology course
Acknowledgements
(Facilitators, others who gave input, information, etc.)
Jim Morris (jmorris@brandeis.edu, Brandeis University) and Emily Einstein (emily.einstein@gmail.com, NIH).
Peer-share groups.
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